Over the last decade, more and more public and private stakeholders, in developed and developing countries, have been supporting 1:1 initiatives in education (i.e. every child receives her/his own personal computing device). ...

Teachers and schools do not exist in isolation of the larger world around them. Frequently, many of their actions – and the school outcomes that they are accountable for – are influenced by incentives and constraints ...

The Guidelines for Quality Provision in Cross-Border Higher Education were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in ...

How to hold autonomous schools and school governing boards accountable for their decisions and performance has become a particularly pressing question for central governments in many OECD countries. Increasing complexity ...

This paper examines student learning time as a key educational resource. It presents an overview of how different OECD countries allocate instruction time. It also develops a model to understand the effective use of allocated ...

The aim of the OECD activity The Role of National Qualifications Systems in Promoting Lifelong Learning is to investigate how qualifications systems influence the volume, distribution and quality of lifelong learning. This ...

This report discusses the most relevant issues concerning using student test results in OECD countries. Initially the report provides an overview of how student test results are reported in OECD countries and how stakeholders ...

Strong performers and successful reformers in education share some key characteristics: a belief in the potential of all their students, strong political will, and the capacity of all stakeholders to make sustained and ...